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UNIT / DATE RANGE / TEACHER / GRADE
Nature of Science / August 10, 2016 – September 7, 2016 / Caldwell / 6
UNIT LEARNING GOAL
Students will use the scientific inquiry process with all of it’s levels and steps to identify, analyze and solve problems.
UNIT OBJECTIVES
  • use the scientific process to solve problems and reach a conclusion
  • Distinguish between an experiment and an investigation.
  • Maintain accurate records of experimentation
  • identify test (independent) and outcome (dependent) variables
  • select appropriate tools for collecting
  • analyze the validity of an experiment
  • organize data into a table and create a graph from the data revealing rends in data
  • explain why scientific investigations should be replicable
  • understand the difference between replication and repetition
  • be able to recognize the difference between and give examples of theories, laws and hypothesis
  • convert Between SI units
  • use Lab Equipment to determine Physical Properties (Mass, Length, Volume, Density)
  • interpret at least 3 different kinds of graphs

UNIT ESSENTIAL QUESTION
  • What is scientific inquiry and how is it use in solving scientific problems?

ESSENTIAL CONTENT AND UNDERSTANDING The student should be able to…
  • Identify theories, laws, and hypothesis.
  • Explain the steps in the inquiry process.
  • Identify various kinds or variables.
  • Convert Between SI units and recognize the basic units of the SI System
  • Use Lab Equipment to determine Physical Properties (Mass, Length, Volume, Density)
  • Graph and Analyze Raw data
  • Interpret at least 3 different kinds of graphs

UNIT VOCABULARY
  • Mass, Volume, Meter, Liter, Gram, Hypothesis,
  • Replication, Law, Theory,
  • Inquiry
  • Control variable
  • Outcome Variable (dependent variable)
  • Test variable (independent variable)

CHUNKING THE UNIT
WHAT / HOW
INTRODUCING THE UNIT /
  • Branches of Science discovery
  • Scientific trading card
  • Scientific Method Made Easy Video with reading, vocab development and comprehension question focus

EXPANDING KNOWLEDGE /
  • Scientific Method - break down with notes and practice (various)
  • Analyzing Data
  • Foldable: lab equipment
  • Measurement Lab
  • Gummy Lab: Entire scientific method practice
  • Venn Diagrams and Video: Repetition and Replication
  • Venn Diagram and Video: Laws vs. Theories
  • Safety Symbols PowerPoint

ASSESSMENT / End of unit test, performance task experiments, models
LEARNING STRATEGIES UTILZED
Interactive Science Notebook (ISN), inquiry labs, thinking maps/charts/graph/organization tools, multi-media, Cornell Notes, cooperative groups.
FLORIDA SCIENCE BENCHMARKS
SC.6.N.1.3 Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
SC.6.N.1.2 Explain why scientific investigations should be replicable.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.6.N.3.1 Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. Thus, the use of the term theory in science is very different than how it is used in everyday life.
SC.6.N.3.2 Recognize and explain that a scientific law is a description of a specific relationship under given conditions in the natural world. Thus, scientific laws are different from societal laws.
SC.6.N.3.3 Give several examples of scientific laws.
SC.6.N.3.4 Identify the role of models in the context of the sixth grade science benchmarks.
SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
SC.6.N.2.1 Distinguish science from other activities involving thought.
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
SUPPORT STANDARDS
LANGUAGE ARTS / MATH
X
X
X
X
X
X
X
X
X / LAFS.68.RST.1.3 (multi step procedure)
LAFS.68.RST.2.4 (meaning of symbols & terms)
LAFS.68.RST.3.7 (express info visually)
LAFS.68.RST.3.8 (observation vs inference)
LAFS.68.RST.3.9 (compare info from experiment)
LAFS.68.WHST.1.2 (writing scientific procedures)
LAFS.6.8WHST.2.4 (writing)
LAFS.68.WHST.2.6 (Use of technology)
LAFS.7.L.1.1d (info expressed by others) / X
X
X
X
X / MAFS.6.EE.3.9 (variables)
MAFS.6.SP.2.4 (plotting data)
MAFS.6.SP.2.5a (number of observations)
MAFS.6.SP.2.5b (units of measurement)
MAFS.6.SP.2.5c
ESOL / RTI / ESE
x / Extended time / x / Test Corrections / Making use of context clues
x / Peer assistance / Proximity / x / Using multi-media
x / Check for comprehension / x / Modeling / Using linguistic modifications
x / Organizational strategies / TOWER - writing strategies / x / Individualized instruction and assistance
Leave class for assistance / Language / Vocabulary Games / x / Peer tutoring
x / Preferential seating / Use of analogy / Using written and pictorial forms to teach
x / Read directions aloud / Provide student choices / Adjusting or shortening assignments
Students paraphrase directions / expectation review / x / Hands-on experiences
Alternative test settings or small group testing / x / Use of partners / collaborative groups / x / Small group instruction
x / planned movement / x / Cooperative learning groups
x / guided practice / Defining content area language or terms
Use of learning centers or centers / stations / Using alternative assessments
Organizational strategy - sorting (information) / Reducing directions to steps or parts
Using role-play
Adapting written text and materials to facilitate comprehension
Other strategies